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Copyright © 2013 Ribas Associates and Publications, Inc. Westwood, MA 02090
Ribas Associates Framework for Effective School Counseling The following framework for school counselors is structured with five standards. Standards I-IV are the standards that pertain to all school counselors. Standard V is used with school counselors who do classroom guidance and/or counseling lessons. The framework was developed with the assistance of school counselors and counselor supervisors. An earlier version of this framework has been used by school districts since 2010. This revised version has incorporated what was learned from the use of the earlier version. The framework provides counselors with job-specific performances they can use to self-assess their practice and create professional development plans. It is also effective for counselors to use with colleagues during collaborative professional development activities and peer coaching. Finally, it provides counselor supervisors and evaluators an effective tool for assessing and developing counselor performance.
Ribas Associates and Publications, Inc. 9 Shermans Way
Westwood, MA 02090 Phone: 781-551-9120
Fax: 781-349-8160 Email: [email protected]
Website: www.ribasassociates.com
Ribas Associates School Counselor Rubric at a Glance
Standard I:
Effective Planning and
Preparation
Standard II:
Effective Management
Standard III:
Counseling Practices
Standard IV:
Fulfillment of
Professional
Responsibilities Standard V: Effective Teaching
A. The counselor
demonstrates competency in
the professional area
B. Planning of counseling
interventions
A. The counselor applies
effective group management
techniques in groups or
meetings
B. The counselor meets
caseload responsibilities
C. The Counselor consults
and collaborates
A. The counselor
communicates and
interacts effectively
B. The counselor promotes high standards and expectations for personal growth and development
C. The Counselor functions effectively in a multilingual, multicultural, and economically diverse school
A. The counselor
demonstrates
professionalism
A. The counselor plans instruction effectively
B. The counselor monitors students’
understanding of the curriculum effectively
and adjusts instruction, materials, or
assessments when appropriate
C. The counselor develops a cognitive context
for learning
D. The counselor uses appropriate
instructional techniques, including
differentiated instruction
E. The counselor uses appropriate questioning
techniques
F. The counselor evaluates, tries innovative
approaches to, and refines instructional
strategies, including the effective use of
technologies, to increase student learning and
confidence to learn
G. The counselor communicates and
demonstrates high standards and high
expectations to students. The counselor
promotes confidence and perseverance in the
students that stimulates increased personal
student responsibility for achieving the goals of
the curriculum
H. The counselor strives to ensure equitable
opportunities for student learning
RIBAS ASSOCIATES SCHOOL COUNSELOR PERFORMANCE STANDARDS
Standard I. Effective Planning and Preparation
A. The counselor demonstrates competency in the professional area.
Exemplary Meets Standard Needs Improvement
Unsatisfactory
I.A.1 Current counseling knowledge and practice
Assists colleagues in developing and demonstrating knowledge of current counseling practices. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Articulates and/or demonstrates knowledge of current counseling practices.
Articulates an awareness of current counseling practices; however, demonstration of this knowledge is limited.
Does not articulate and/or demonstrate knowledge of current counseling practices.
I.A.2 Appropriate practices and techniques
Assists others in using appropriate counseling processes and techniques for individual and/or group sessions to meet developmental, preventive, crisis, and remedial needs of students. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Uses appropriate counseling processes and techniques for individual and/or group sessions to meet developmental, preventive, crisis, and remedial needs of students.
Attempts to use appropriate counseling processes and techniques for individual and/or group sessions to meet developmental, preventative, crisis, and remedial needs of students are not always successful.
Infrequently uses appropriate counseling processes and techniques for individual and/or group sessions to meet developmental, preventive, crisis, and remedial needs of students.
Supporting Narrative:
I.A.3 Acts as resource to others
Creates, cultivates, and maintains partnerships with community resources to best meet the needs of students, parents, and staff in the matters of guidance and counseling. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Acts as a resource person for students, parents, and staff in matters of guidance and counseling.
Acts as a resource for students, parents, and staff in limited matters of guidance and counseling.
Is unavailable as a resource.
I.A.4 Ethically and legally current
Assists others in remaining up to date on ethical and legal issues. The counselor’s performance in this area is at such a level that she would be
used as a model for other counselors.
Remains up to date on ethical and legal issues.
Demonstrates an awareness of ethical and legal issues but does not consistently remain up to date on these issues.
Does not remain up to date on ethical and legal issues.
I.A.5 Shares with new colleagues
Consistently works to share expertise and new ideas with colleagues for the improvement of the counseling program. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Shares expertise and new ideas with colleagues.
Shares expertise and new ideas with colleagues only when asked.
Rarely shares expertise and new ideas with colleagues.
B. The Counselor Plans Counseling Interventions
Exemplary Meets Standard Needs Improvement
Unsatisfactory
I.B1 Identifies student needs
Assists others in identifying students’ needs and plans appropriate counseling interventions. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Identifies students’ needs and plans appropriate counseling interventions.
Able to identify students’ needs but not always able to plan appropriate counseling interventions.
Inadequately identifies student’s needs and does not plan appropriate counseling interventions.
I.B.2 Initiates school-wide counseling activities
Assists others in initiating, coordinating, and/or collaborating in school-wide counseling activities. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Initiates, coordinates, and/or collaborates in school-wide counseling activities.
Collaborates in school-wide counseling activities but does not initiate or coordinate them.
Does not initiate, coordinate, and/or collaborate in school-wide counseling activities.
I.B.3 Acquires pertinent information from multiple sources
Assist others in acquiring pertinent information from a variety of sources: - Student records; - Consultation with appropriate school personnel; and - Consultation with students, parents, and other appropriate agencies or individuals outside of school. The counselor’s performance in this area is at such a level that she would be used
as a model for other counselors.
Acquires pertinent information from a variety of sources: - Student records; - Consultation with appropriate school personnel; and - Consultation with students, parents, and other appropriate agencies or individuals outside of school.
Acquires limited information and/or does not utilize a variety of sources.
Does not acquire pertinent information from a variety of sources.
I.B.4 Efficiently manages time and priorities
Assists others in managing and prioritizing time and providing services efficiently and effectively. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Manages and prioritizes time and provides services efficiently and effectively.
Effectively manages time but inefficiently prioritizes and provides services.
Inefficiently and ineffectively manages and prioritizes time and provides services.
Supporting Narrative:
Standard II. Effective Management: The counselor utilizes effective techniques and activities to establish a productive learning environment.
A. The counselor applies effective group management techniques in groups or meetings.
Exemplary Meets Standard Needs Improvement
Unsatisfactory
II.A.1 Uses time and space productively and efficiently
Consistently uses time and space productively and efficiently. Seeks feedback from participants. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Uses time and space productively and efficiently.
Uses time or space productively and efficiently but not both.
Does not regularly use time and space productively and efficiently.
II.A.2 Engagement and on-task behavior
Correspondence between level of participation and engagement/time on task is always appropriate. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Maintains a high level of participation and engagement with appropriate time on task.
Maintains a high level of participation and engagement; however, students are not consistently on task.
Often fails to maintain a high level of participation and engagement with appropriate time on task.
II.A.3 Mutual respect and safety
Consistently maintains appropriate standards of behavior, mutual respect, and safety for all participants. Works with colleagues to develop appropriate standards. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Maintains appropriate standards of behavior, mutual respect, and safety for all participants.
Establishes an environment in which students generally demonstrate respect for individual differences which reinforces appropriate standards of behavior, mutual respect, and safety for all participants.
Rarely maintains appropriate standards of behavior, mutual respect, and safety.
B. The Counselor meets caseload responsibilities.
Exemplary
Meets Standard
Needs Improvement
Unsatisfactory
II.B.1 Manages referrals in a timely manner
Consistently manages referrals in a timely manner. Works within the department to achieve equity in caseloads. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Manages referrals in a timely and responsive manner.
Requires reminders in order to manage referrals in a timely and responsive manner.
Fails to manage referrals in a timely and responsive manner.
II.B.2 Makes appropriate referrals
Consistently exercises sound professional judgment. Is timely in referring students and/or families to appropriate resources as needed. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Refers students and/or families to appropriate resources as needed.
Does not consistently refer students and/or families to the appropriate resources as needed.
Infrequently refers students and/or families to appropriate resources.
II.B.3 Crisis intervention
Employs effective strategies for crisis intervention. Works with the department and the community to develop these resources. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Employs strategies for crisis intervention.
Employs strategies for crisis intervention but sometimes uses an inadequate strategy or misses a step in the appropriate strategy.
Fails to respond to crises or uses inadequate strategies.
II.B.4 Reaches out to others related to student engagement
Actively reaches out to engage students. Is vigilant for opportunities/needs, frequently communicating with the faculty and administration about student engagement or lack thereof. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Actively reaches out to others to engage students.
Reaches out to engage students at required times only during the school year.
Misses opportunities to engage students.
Supporting Narrative:
Exemplary Meets Standard Needs Improvement Unsatisfactory II.C.1 Student advocacy
Advocates for all students. Enlists other staff members as advocates. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Advocates for all students.
Willing to serve as an advocate for all students but not consistently able to identify the need to do so.
Does not advocate for all students.
II.C.2 Collaborates with others related to interpreting data
Collaborates with appropriate personnel to gather and interpret data. Develops advanced skill needed to apply data to improve services and programs. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Collaborates with appropriate personnel to gather and interpret data.
Collaborates with appropriate personnel to gather and interpret data only when required.
Does not collaborate with appropriate personnel to gather and interpret data.
II.C.3 Appropriate sharing of information
Balances confidentiality with the need to share appropriate information. Assists colleagues in understanding application of confidentiality in school setting. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Balances confidentiality with the need to share appropriate information.
Attempts to balance confidentiality with the need to share appropriate information are not always successful.
Does not share appropriate information.
II.C.4 Communicates with supervisors
Works to improve open lines of communication with administrators and supervisors. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Maintains open lines of communication with administrators and supervisors.
Maintains open lines of communication but only when initiated by the administrators and supervisors.
Fails to maintain open lines of communication with administrators and supervisors.
C. The counselor consults and collaborates.
A. The counselor communicates and interacts effectively.
Exemplary Meets Standard Needs Improvement
Unsatisfactory
III.A.1 Safe and supportive school climate
Enlists colleagues in fostering a safe and supportive school climate by demonstrating and promoting positive interpersonal relationships with students, staff, parents/guardians, and community partners. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Fosters a safe and supportive school climate by demonstrating and promoting positive interpersonal relationships with students, staff, parents/guardians, and community partners.
Fosters a safe and supportive school climate by demonstrating and promoting positive interpersonal relationships with some but not all of the following: students, staff, parents/guardians, and community partners.
Does not foster a safe and supportive school climate.
III.A.2 Listens and responds
Consistently listens well and responds appropriately. Always encourages participation in discussion and uses effective counseling strategies. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Listens well, responds appropriately, encourages participation in discussion, and uses effective counseling strategies.
Listens well and encourages participation but does not always respond appropriately and/or use effective counseling strategies.
Does not regularly listen well, respond appropriately, encourage participation in discussion, or use effective counseling strategies.
III.A.3 Communicates expectations
Consistently communicates positive expectations for all students. Never fails to reinforce positive behavior. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Communicates positive expectations for all students and reinforces positive behavior.
Communicates positive expectations for all students but does not consistently reinforce positive behavior.
Rarely communicates positive expectations for students or reinforces positive behavior.
III.A.4 Maintains confidentiality and professional behavior
Helps ensure that others maintain appropriate levels of confidentiality and professional behavior in interactions with students, parents, and colleagues. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Maintains appropriate levels of confidentiality and professional behavior in interactions with students, parents, and colleagues.
Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information in interactions with students, parents, and colleagues.
Does not maintain appropriate level of confidentiality and professional behavior in interactions with students, parents, and colleagues.
III.A.5 Monitors student progress
Follows up individual and group counseling to monitor student progress. Ensures all service providers are kept current. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Follows up individual and group counseling to monitor student progress.
Makes limited attempts to follow up individual and group counseling to monitor student progress.
Does not monitor student progress.
Standard III. Counseling Practices
B. The counselor promotes high standards and expectations for personal growth and development.
Exemplary Meets Standard Needs Improvement
Unsatisfactory
III.B.1 Promotes student self-awareness
Encourages students to challenge themselves within a supportive academic program and activities designed to explore their strengths and weaknesses. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Promotes self-awareness by helping students explore strengths and weaknesses in the full range of academic programs and activities.
Assists students in the full range of academic programs and activities but does not consistently promote self-awareness by helping students explore strengths and weaknesses.
Rarely promotes self-awareness by helping students explore strengths and weaknesses in the full range of academic programs and activities.
III.B.2 Develops students’ critical and reflective skills
Consistently fosters individual and/or group opportunities for students to develop critical and reflective skills and resourcefulness using the school and community setting. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Provides individual and/or group opportunities for students to develop critical and reflective skills and resourcefulness.
Attempts to provide individual and/or group opportunities for students to develop critical and reflective skills and resourcefulness are not always successful.
Rarely provides individual and/or group opportunities for students to develop critical and reflective skills and resourcefulness.
III.B.3 Assists with parent insight and understanding
Is proactive in finding opportunities to assist parents in developing insight and understanding of their child’s progress. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Assists parents in developing insight and understanding of their child’s progress.
Makes limited attempts to involve parents in developing insight and understanding of their child’s progress.
Often misses opportunities to assist parents in developing insight and understanding of their child’s progress.
III.B.4 Student goal setting
Demonstrates the ability to apply child development principles in assisting students’ selection of appropriate goals for personal change and decision making. The counselor’s performance in this area
is at such a level that she would be used as a model for other counselors.
Assists students in selecting developmentally appropriate goals for personal change and decision making.
Assists students in selecting goals for personal change and decision making; however, not all goals are developmentally appropriate.
Fails to assist students in selecting developmentally appropriate goals for personal change and decision making.
Supporting Narrative
C. The counselor functions effectively in a multilingual, multicultural, and economically diverse school.
Exemplary Meets Standard Needs Improvement
Unsatisfactory
III.C.1 Equitable access for students
Provides and assists others in providing equitable access for students to participate in guidance and/or counseling programs. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Provides equitable access for students to participate in guidance and/or counseling programs.
Provides access for students to participate in guidance and/or counseling practices but does not consistently ensure it is equitable.
Does not provide equitable access for students to participate in guidance and/or counseling programs.
III.C.2 Sensitive to differences
Demonstrates and develops in others sensitivity to differences in ability, gender, race, ethnicity, learning style, and social and cultural backgrounds. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Demonstrates sensitivity to differences in ability, gender, race, ethnicity, learning style, and social and cultural backgrounds.
May use some appropriate practices and/or supports to accommodate differences, but fails to address an adequate range of differences.
Does not demonstrate sensitivity to differences in ability, gender, race, ethnicity, learning style, and social and cultural backgrounds.
III.C.3 Meets diverse needs
Develops, implements, and assists others with implementing strategies that are effective in meeting the needs of a diverse student body. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Develops and implements strategies that are effective in meeting the needs of a diverse student body.
Implements strategies that are effective in meeting the needs of a diverse student body when directed but does not develop these strategies.
Does not develop and implement strategies to meet the needs of a diverse student body.
Supporting Narrative:
Standard IV. Fulfillment of Professional Responsibilities
A. The counselor demonstrates professionalism.
Exemplary Meets Standard Needs Improvement
Unsatisfactory
IV.A.1 Receptive to suggestions
Seeks out information and is receptive to suggestions for growth and improvement. Shares this information with other staff members in a way that benefits students. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Seeks out information and is receptive to suggestions for growth and improvement.
Receptive to suggestions for growth but does not consistently use these suggestions to improve practice.
Rarely seeks out information and is not receptive to suggestions for growth and improvement.
IV.A.2 Collaborates on school programs
Works collaboratively with other staff members to implement appropriate school-related programs. Takes a leadership role in implementing appropriate school-related programs. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Works collaboratively with other staff members to implement appropriate school- related programs.
Works collaboratively with other staff members to implement appropriate school-related programs only when directed.
Does not work collaboratively.
IV.A.3 Collaborates to solve school problems
Works constructively with others to identify school problems and suggests possible solutions. Actively works to implement the solutions. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Works constructively with others to identify school problems and suggest possible solutions.
Works constructively with others to identify school problems but rarely suggests possible solutions.
Fails to work constructively with others.
IV.A.4 Meets deadlines and routine responsibilities
Shares with others strategies for meeting deadlines and fulfilling routine responsibilities, including maintaining records, reports, and databases. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Meets deadlines and fulfills routine responsibilities, including maintaining records, reports, and databases.
Fulfills routine responsibilities, including maintaining records, reports, and databases but does not consistently meet deadlines without reminders.
Does not always meet deadlines or fulfill routine responsibilities, including maintaining records, reports, and databases.
IV.A.5 Follows laws, policies, and procedures
Follows and increases the awareness of others of the laws, policies, and procedures that govern school programs. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Follows the laws, policies, and procedures that govern school programs.
Demonstrates an understanding of the laws, policies, and procedures that govern school programs but does not consistently adhere to all of them.
Demonstrates a lack of understanding of the laws, policies, and procedures governing school programs.
IV.A.6 Professional development
Provides appropriate professional development activities such as workshops, mentoring, examination of professional literature, and peer observation. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Participates in appropriate professional development activities such as conferences, in-service training, and professional study.
Participates only in required professional development activities.
Misses opportunities to participate in appropriate professional development activities such as conferences, in-service training, and professional study.
IV.A.7 Ethical standards
Adheres to and promotes in others the ethical standards of the counseling profession. The counselor’s performance in this area is at such a level that she would be used as a model for other counselors.
Adheres to the ethical standards of the counseling profession.
Sometimes demonstrates questionable or inappropriate behavior that does not adhere to the ethical standards of the counseling profession.
Fails to adhere to ethical standards of the counseling profession.
Supporting Narrative:
Standard V. Effective Teaching
A. The counselor plans instruction effectively.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.A.1
Identifies student
needs and plans
appropriate
materials
Planning shows evidence that the counselor
identifies individual and group needs and
plans appropriate strategies using materials
(e.g., calculators) and resources, including
technologies that are appropriately matched
to curricular goals and students’ learning
styles. Planning requires students to
demonstrate initiative in their use of materials
and technology. The counselor’s performance
in this area is at such a level that she would
be used as a model for other counselors.
Planning shows evidence that
the counselor identifies
individual and group needs and
plans appropriate strategies
using materials (e.g.,
calculators) and resources,
including technologies that are
appropriately matched to
curricular goals and students’
learning styles.
Planning shows some evidence
that the cournselor identifies
some individual and group
needs and plans appropriate
strategies using materials (e.g.,
calculators) and resources,
including technologies that are
appropriately matched to
curricular goals and to
students’ learning styles some
of the time.
Planning lacks evidence that the
counselor identifies individual and
group needs and plans appropriate
strategies using materials and
resources, including technologies
that are appropriately matched to
curricular goals and to students’
learning styles.
V.A.2
Creates cognitive
context
Planning shows evidence that the counselor
creates a cognitive context for new learning
by framing the curriculum around all of the
following, which are important for students to
know to be successful at a task:
Students’ own prior knowledge;
Students’ own lives
Real-world context;
Identified prerequisite skills and
concepts; and
Identified prerequisite vocabulary.
The counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Planning shows evidence that
the counselor creates a
cognitive context for new
learning by framing the
curriculum around the
following in most lessons that
are important for students to
know to be successful at a task:
Students’ own prior
knowledge;
Students’ own lives
Real-world context;
Identified prerequisite skills
and concepts; and
Identified prerequisite
vocabulary.
Planning shows limited
evidence that the counselor
creates a cognitive context for
new learning by framing the
curriculum around the
following in some lessons that
are important for students to
know to be successful at a task:
Students’ own prior
knowledge;
Student’s own lives;
Real-world context;
Identified prerequisite skills
and concepts; and
Identified prerequisite
vocabulary.
Planning shows little or no
evidence that the counselor creates
a cognitive context for the new
learning by framing the curriculum
around the following, which are
important for students to know to
be successful at a task:
Students’ own prior knowledge;
Students’ own experience;
Real-world context;
Identified prerequisite skills and
concepts; and
Identified prerequisite
vocabulary.
V.A.3
Designs
engaging
curriculum
experiences
Planning shows evidence that the counselor
designs engaging curriculum experiences in
which students take increasing responsibility for
their own learning. The counselor’s
performance in this area is at such a level that
she would be used as a model for other
counselors.
Planning shows evidence that
the counselor designs engaging
curriculum experiences.
Planning shows limited
evidence that the counselor
designs engaging curriculum
experiences.
Planning lacks evidence that the
counselor designs engaging
curriculum experiences.
V.A.4
Integrates
teaching of
reading,
listening, writing,
speaking, and
viewing
Planning shows evidence that the counselor
integrates the teaching of reading, listening,
writing, speaking, and viewing skills within
the discipline. It allows for students’ initiative
in assessing their own use of these skills. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselor.
Planning shows evidence that
the counselor integrates the
teaching of reading, listening,
writing, speaking, and viewing
within the discipline.
Planning shows limited
evidence that the counselor
integrates the teaching of
reading, listening, writing,
speaking, and viewing within
the discipline.
Planning shows little or no
evidence that the counselor
integrates the teaching of reading,
listening, writing, speaking, and
viewing within the discipline.
V.A.5
Plans lessons
that provide
opportunities for
reasoning, logic,
analysis, and
synthesis
Plans lessons that provide opportunities for
reasoning, logic, analysis, and synthesis when
planning units, lessons, and assessments.
Plans allow students to demonstrate these
skills with one another, as well as with the
counselor. The counselor’s performance in
this area is at such a level that she would be
used as a model for other counselors.
Plans lessons that provide
opportunities for reasoning,
logic, analysis, and synthesis
when planning units, lessons,
and assessments.
Plans lessons that provide
opportunities for reasoning,
logic, analysis, and synthesis
when planning units, lessons,
and assessments approximately
half of the time.
Rarely plans lessons that provide
opportunities for reasoning, logic,
analysis, and synthesis when
planning units, lessons, and
assessments.
V.A.6
Counselor
provisioning
Planning and preparation show evidence that
the counselor has exemplary provisions for
the lesson. All materials are prepared and
ready for use before the start of class.
Additionally, the counselor has prepared
supplementary support materials ahead of
time in case any students need extra
resources. The counselor ’s performance in
this area is at such a level that she would be
used as a model for other counselors.
Planning and preparation show
evidence that the counselor has
made necessary provisions for
the lesson. Materials are
prepared and ready to be used
before the start of class.
Planning and preparation show
evidence that the counselor has
made limited provisions for the
lesson. Some materials are
prepared and ready to be used
at the start of class.
Planning and preparation show
little or no evidence that the
counselor made any provisions
before the start of class and no
materials were ready when class
began.
NOTE: The effective planning of assessment is found in the assessment indicator that follows.
B. The counselor monitors students’ understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.B.1
Lesson plans
include
assessments
Lesson plans include the use of a wide
variety of assessments that describe a
student’s learning process as well as his/her
learning achievements. Examples can include
student reflection through response journals,
debriefings, and group discussions. There is
evidence that the students know how to
independently use these assessments. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Lesson plans include the use of
a variety of assessments that
describe a student’s learning
process, as well as his/her
learning achievements.
Examples can include student
reflection through response
journals, debriefings, and group
discussions.
Lesson plans include the use of
one or two different forms of
assessments that describe a
student’s learning process, as
well as his/her learning
achievements.
Lesson plans include a limited use
of assessments that describe a
student’s learning process as, well
as his/her learning achievements.
V.B.2
Lesson plans
include scoring
guides
Lesson plans frequently include the use of
scoring guides (e.g., rubrics and criteria
sheets), exemplars, anchor papers, and other
models to communicate the criteria for
success to students at the outset of teaching.
There is evidence that the scoring guides
were developed with student input. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Lesson plans include the use of
scoring guides (e.g., rubrics
and criteria sheets), exemplars,
anchor papers, and other
models to communicate the
criteria for success to students
at outset of the teaching.
Lesson plans occasionally
include the use of scoring
guides (e.g., rubrics and criteria
sheets), exemplars, anchor
papers, and other models to
communicate the criteria for
success to students at the outset
of teaching.
Lesson plans infrequently include
the use of scoring guides (e.g.,
rubrics and criteria sheets),
exemplars, anchor papers, and
other models to communicate the
criteria for success to students at
the outset of teaching.
V.B.3
Uses variety of
formative
assessments
Utilizes a variety of formative assessments,
including dipsticking, to assess students’
confusions, misconceptions, and levels of
mastery for making instructional revisions
and decisions. Students demonstrate support
and/or assistance of the peers who are
experiencing confusion, misconceptions, and
a slower rate of mastery. The counselor’s
performance in this area is at such a level that
she would be used as a model for other
counselors.
Utilizes a variety of formative
assessments, including
dipsticking, to assess students’
confusion, misconceptions, and
levels of mastery for making
instructional revisions and
decision making.
Occasionally utilizes one or
two forms of formative
assessments of students’
confusion, misconceptions, and
achievement for making
instructional revisions and
decision making.
Infrequently utilizes formative
assessments of students’
confusion, misconceptions, and
achievement for instructional
revisions and decision making.
V.B.4
Checks students’
level of mastery
Checks for students’ level of mastery of
information and skills, on average, more
often than every 15 minutes during the
lesson. The counselor’s performance in this
area is at such a level that she would be used
as a model for other counselors.
Checks for students’ level of
mastery of information and
skills, on average, at least every
15 minutes during the lesson.
Checks for students’
understanding of content,
concepts, and progress on skills
approximately every 15
minutes during most lessons.
Checks for students’
understanding of content,
concepts, and progress on skills
less often than every 15 minutes
during the lesson.
V.B.5
Provides students
with
differentiated
ways to
demonstrate
mastery
Provides students with differentiated ways to
demonstrate mastery. The counselor
promotes students’ knowledge of their own
learning styles and most effective means of
assessment. The counselor’s performance in
this area is at such a level that she would be
used as a model for other counselors.
Provides students with
differentiated ways to
demonstrate mastery.
Occasionally provides students
with differentiated ways to
demonstrate mastery.
Rarely or never provides students
with differentiated ways to
demonstrate mastery.
V.B.6
Constructs
summative
assessments
Constructs summative assessments that
accurately assess student mastery.
Assessments include authentic performance
assessments and differentiated ways for
students to demonstrate mastery. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Constructs summative
assessments that accurately
assess student mastery.
Constructs summative
assessments that accurately
assess student mastery half of
the time.
Constructs summative assessments
that do not accurately assess
student mastery.
V.B.7
Utilizes
assessments that
assess how and
what students
learn
Utilizes assessments that assess how students
learn as well as what they learn. Students
demonstrate knowledge of how they learn
best. The counselor’s performance in this
area is at such a level that she would be used
as a model for other counselors.
Utilizes assessments that assess
how students learn as well as
what they learn.
Utilizes assessments that assess
what students learn and
occasionally includes
assessments that also assess
how students learn.
Assessments typically only assess
what students learn.
V.B.8
Assessments are
aligned with
objectives
All of the assessments are aligned with the
objectives of the lesson and unit. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Most of the assessments are
aligned with the objectives of
the lesson and unit.
Approximately half of the
assessments are aligned with
the objectives of the lesson and
unit.
A few of the assessments are
aligned with the objectives of the
lesson and unit.
V.B.9
Communicates
student progress
to parents,
students, and staff
Communicates student progress to parents,
students, and staff members in a timely
fashion. Communication includes
information on how students learn. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Communicates student
progress to parents, students,
and staff members in a timely
fashion.
Occasionally communicates
student progress to parents,
students, and staff members in
a timely fashion.
Infrequently communicates
student progress to parents,
students, and staff members in a
timely fashion.
Exemplary Meets Standard Needs Improvement Does Not Meet Standard
V.B.10
Revises instruction
based on
assessment data
Revises instruction to improve student
performance in ways indicated by the
standardized assessment data. Demonstrates
initiative in working with peers to change
instruction based on the data. The counselor’s
performance in this area is at such a level that
she would be used as a model for other
counselors.
Revises instruction to improve
student performance in ways
indicated by the standardized
assessment data when provided
the disaggregated data.
Occasionally revises instruction
to improve student performance
in ways indicated by the
standardized assessment data
when provided the
disaggregated data.
Rarely revises instruction to
improve student performance in
ways indicated by the
disaggregated standardized
assessment data.
C. The counselor develops a cognitive context for learning.
Exemplary Meets Standard Needs Improvement Unsatsifactory
V.C.1
Makes
connections
between concepts
taught and prior
knowledge and
the real world
Makes connections between concepts taught and students’
prior knowledge and experiences, the real world, and the
students’ own lives to promote lifelong learning. Students
demonstrate an ability to make their own connections in
addition to those made by the counselor. The counselor’s
performance in this area is at such a level that she would be
used as a model for other counselors.
Makes connections
between concepts taught
and students’ prior
knowledge and
experiences, the real world,
and the students’ own lives
to promote lifelong
learning.
Occasionally makes
connections between
concepts taught and
students’ prior knowledge
and experiences, the real
world, and the students’
own lives to promote
lifelong learning.
Seldom makes connections
between concepts taught
and students’ prior
knowledge and experiences,
the real world, and the
students’ own lives to
promote lifelong learning.
V.C.2
Uses activators
Uses activators at the outset of the lesson and summarizers
at the conclusion of the lesson. The activator captures
students’ interest in the lesson. The summarizer both
summarizes and assesses students’ learning. The counselor’s
performance in this area is at such a level that she would be
used as a model for other counselors.
Consistently uses an
activator at the outset of
the lesson and summarizer
at the conclusion of the
lesson.
Occasionally uses an
activator at the outset of
the lesson and summarizer
at the conclusion of the
lesson.
Does not use an activator
and summarizer.
V.C.3
Effectively
utilizes the
agenda
Students demonstrate initiative in reading the posted agenda
at the outset of the lesson. The counselor’s performance in
this area is at such a level that she would be used as a model
for other counselors.
Posts agenda and refers
students to agenda at the
outset of the lesson.
Posts agenda or refers to
agenda at the outset of the
lesson but does not do
both.
Does not post or refer
students to agenda at the
outset of the lesson.
V.C.4
Effectively posts
and utilizes the
mastery objective
Students demonstrate initiative in reading the posted mastery
objectives at the outset of the lesson. Mastery objectives are
in observable language that is understood by students. The
counselor’s performance in this area is at such a level that
she would be used as a model for other counselors.
Posts mastery objectives
and/or refers students to
these objectives at the
outset of the lesson.
Mastery objectives are in
observable language that is
understood by students.
Posts mastery objectives
and/or refers students to
these objectives at the
outset of the lesson.
Mastery objectives are not
observable or in language
that is understood by
students.
Does not post or refer
students to mastery
objectives at the outset of
the lesson.
V.C.5
Connects lesson
to mastery
objective
Ties what students are learning to the mastery objective
during the lesson. Students demonstrate the ability to make
their own connections between what they are learning and
the mastery objectives. The counselor’s performance in this
area is at such a level that she would be used as a model for
other counselors.
Ties what students are
learning to the mastery
objectives during the
lesson.
Occasionally ties what
students are learning to the
mastery objectives during
the lesson.
Rarely ties what students are
learning to the mastery
objectives during the lesson.
V.C.6
Clearly
communicates
using visual and
auditory
instructions
Communicates directions clearly, using both visual and
auditory instructions and models where appropriate.
Students demonstrate a willingness to show when they are
not clear on how to carry out the directions. The counselor’s
performance in this area is at such a level that she would be
used as a model for other counselors.
Communicates directions
clearly, using both visual
and auditory instructions
and models when
appropriate.
Occasionally
communicates directions
clearly, using both visual
and auditory instructions
and models when
appropriate.
Directions are not
communicated clearly both
visually and in an auditory
manner.
D. The counselor uses appropriate instructional techniques, including differentiated instruction.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.D.1
Remediates,
reteaches and
extends to meet
student needs
Remediates, reteaches, or extends teaching to
meet individual and/or group need based on
formative and summative assessments.
Students take initiative in seeking out
remediation when they need it. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Remediates, reteaches, or
extends teaching to meet
individual and/or group need
based on formative and
summative assessments.
Occasionally remediates,
reteaches, or extends teaching
to meet individual and/or group
need based on formative and
summative assessments.
Rarely remediates, reteaches, or
extends teaching to meet
individual and/or group need
based on formative and summative
assessments.
V.D.2
Uses appropriate
materials
Uses a variety of appropriate materials to
reinforce and extend skills, accommodate
learning styles, and match instructional
objectives. Students take the initiative in
seeking out materials they need to reinforce
and extend skills or to better meet their
learning styles. The counselor’s performance
in this area is at such a level that she would
be used as a model for other counselors.
Uses a variety of appropriate
materials to reinforce and
extend skills, accommodate
learning styles, and match
instructional objectives.
Uses limited appropriate
materials to reinforce and
extend skills, accommodate
learning styles, and match
instructional objectives.
Uses few appropriate materials to
reinforce and extend skills,
accommodate learning styles, and
match instructional objectives.
V.D.3
Uses appropriate
instructional
strategies
Uses a variety of appropriate instructional
strategies (e.g., group and partner work) to
reinforce and extend skills, accommodate
learning styles, and match instructional
objectives. Students are able to describe the
instructional strategies that best meet their
learning styles. The counselor’s performance
in this area is at such a level that she would
be used as a model for other counselors.
Uses a variety of appropriate
instructional strategies (e.g.,
group and partner work) to
reinforce and extend skills,
accommodate learning styles,
and match instructional
objectives.
Uses some appropriate
instructional strategies to
reinforce and extend skills,
accommodate learning styles,
and match instructional
objectives.
Uses few appropriate instructional
strategies to reinforce and extend
skills, accommodate learning
styles, and match instructional
objectives.
E. The counselor uses appropriate questioning techniques.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.E.1
Uses effective
questioning
Uses a variety of questions, including those
that develop higher-order thinking skills and
students’ ideas. Students are able to explain
the difference between recall, comprehension,
and higher-order thinking questions. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Uses a variety of questions,
including those that develop
higher-order thinking skills and
students’ ideas.
Uses limited questions,
occasionally including those
that develop higher-order
thinking skills and students’
ideas.
Uses few and ineffective
questioning techniques to
encourage and guide critical and
independent thinking and the
development of students’ ideas.
V.E.2
Encourages
divergent
thinking
Frequently encourages divergent thinking
through guided inquiry. Students demonstrate
initiative in their guided inquiry. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Encourages divergent thinking
through guided inquiry.
Occasionally encourages
divergent thinking through
guided inquiry.
Does not encourage divergent
thinking through guided inquiry.
V.E.3
Uses effective
wait time
Uses sufficient levels of wait times I and II.
The counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Uses sufficient levels of wait
time I.
Occasionally uses sufficient
levels of wait time I.
Rarely uses sufficient levels of
wait time.
V.E.4
Encourages
participation
through question
responses
Consistently responds to students’ questions
and answers in ways that encourage student
participation and risk taking. Responses also
encourage student-to-student dialogue. The
counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Responds to students’ questions
and answers in ways that
encourage student participation
and risk taking.
Occasionally responds to
students’ questions and answers
in ways that encourage student
participation and risk taking.
Rarely responds to students’
questions and answers in ways that
encourage student participation
and risk taking.
F. The counselor evaluates, tries innovative approaches to, and refines instructional strategies, including the effective use of technologies, to increase student
learning and confidence to learn.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.F.1
Uses innovative
approaches to
improve
instructional
practices
Regularly tries innovative approaches to
improve instructional practices that result in
increased student learning. Shares these
approaches with colleagues. The counselor’s
performance in this area is at such a level that
she would be used as a model for other
counselors.
Regularly tries innovative
approaches to improve
instructional practices that
result in increased student
learning.
Occasionally tries innovative
approaches to improve
instructional practices that
result in increased student
learning.
Seldom tries innovative
approaches to improve
instructional practices that result in
increased student learning.
V.F.2
Uses technology
to increase
student learning
Uses technologies to increase student learning
and confidence about learning. Shares these
approaches with colleagues. The counselor’s
performance in this area is at such a level that
she would be used as a model for other
counselors.
Uses technologies to increase
student learning and confidence
about learning.
Occasionally uses technologies
to increase student learning and
confidence about learning.
Rarely uses technologies to
increase student learning and
confidence about learning.
V.F.3
Assesses
instructional
strategies
Assesses instructional strategies in authentic
ways by comparing intended and actual
student learning outcomes. Obtains student
feedback on the effectiveness of these
strategies. The counselor’s performance in
this area is at such a level that she would be
used as a model for other counselors.
Assesses instructional
strategies in authentic ways by
comparing intended and actual
student learning outcomes.
Occasionally uses effective
methods to assess instructional
strategies in authentic ways by
comparing intended and actual
student learning outcomes.
Ineffectively assesses instructional
strategies in authentic ways by
comparing intended and actual
learning student outcomes.
G. The counselor communicates and demonstrates high standards and high expectations to students. The counselor promotes confidence and perseverance in the
students that stimulates increased personal student responsibility for achieving the goals of the curriculum.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.G.1
Provides regular
feedback
Provides feedback, in written and verbal
form, to students on their progress with
lesson goals and objectives, and does so
individually when appropriate. Provides
feedback in a way that teaches self-
assessment of their performance against
known target performances. The counselor’s
performance in this area is at such a level
that she would be used as a model for other
counselors.
Regularly provides feedback,
in written and verbal form, to
students on their progress with
lesson goals and objectives,
and does so individually when
appropriate.
Provides limited feedback, in
written and verbal form, to
students on their progress with
lesson goals and objectives,
and does so individually when
appropriate.
Does not regularly provide
feedback, in written and verbal
form, to students on their progress
with lesson goals and objectives.
V.G.2
Communicates
standards,
expectations, and
guidelines for
student work
Effectively communicates standards,
expectations, and guidelines regarding
quality and quantity of students’ work, work
procedures, and interpersonal behavior to
students and parents through a variety of
feedback tools. Students demonstrate their
mastery of these expectations and guidelines.
The counselor’s performance in this area is at
such a level that she would be used as a
model for other counselors.
Effectively communicates
standards, expectations, and
guidelines regarding quality
and quantity of students’ work,
work procedures, and
interpersonal behavior to
students and parents through a
variety of feedback tools.
Occasionally communicates
standards, expectations, and
guidelines regarding quality or
quantity of students’ work,
work procedures, and
interpersonal behavior to
students and parents through a
variety of feedback tools.
Ineffectively communicates
standards, expectations, and
guidelines regarding quality and
quantity of students’ work, work
procedures, and interpersonal
behavior to students and parents.
V.G.3
Encourages
students’ open
thinking and risk
taking in
response to
student answers
Responds to students’ answers and work to
keep students open, thinking, and willing to
take risks and persevere with challenging
tasks. Uses effective effort and learnable
intelligence strategies designed to increase
students’ belief that they can master high-
level information and skills. The counselor’s
performance in this area is at such a level
that she would be used as a model for other
counselors.
Responds to students’ answers
and work so as to keep students
open, thinking, and willing to
take risks and to persevere with
challenging tasks.
Occasionally responds to
students’ answers and work to
encourage risk taking and
perseverance.
Infrequently responds to students’
work to encourage risk taking and
perseverance.
V.G.4
Teaches and
demonstrates
belief that effort
is key to
achievement
Actively teaches, and students demonstrate,
the belief that effort and skill acquisition are
keys to high achievement. The counselor’s
performance in this area is at such a level
that she would be used as a model for other
counselors.
Students demonstrate the belief
that effort and skill acquisition
are keys to high achievement.
Students can articulate but do
not demonstrate the belief that
effort and skill acquisition are
keys to high achievement.
Students cannot articulate the
belief that effort and skill
acquisition are keys to high
achievement.
V.G.5
Models
enthusiasm, skills,
attitudes, and
values central to
subject matter
Models the skills, attitudes, values, and
processes central to, as well as
demonstrates an enthusiasm for, the
subject being taught. Students
demonstrate an enthusiasm for the skills,
attitudes, values, and processes central to
the subject being taught. The counselor’s
performance in this area is at such a level
that she would be used as a model for
other counselors.
Models the skills, attitudes,
values, and processes central to,
as well as demonstrates an
enthusiasm for, the subject being
taught.
Occasionally models the skills,
attitudes, values, and processes
central to the subject being taught
and/or occasionally demonstrates
an enthusiasm for the subject being
taught.
Ineffectively models the skills,
attitudes, values, and processes
central to the subject being taught
and/or fails to demonstrate an
enthusiasm for the subject being
taught.
V.G.6
Uses feedback and
goal setting to
increase
motivation and
student ownership
Uses feedback and student goal setting to
increase student motivation and
ownership of learning. Students
demonstrate initiative in setting goals for
their own learning. The counselor’s
performance in this area is at such a level
that she would be used as a model for
other counselors.
Uses feedback and student goal
setting in order to increase
student motivation and
ownership of learning.
Occasionally uses feedback and/or
student goal setting to increase
student motivation and ownership
of learning.
Does not use prompt feedback and
student goal setting to increase
student motivation and ownership
of learning.
V.G.7
Cultivates and
encourages
students’
eagerness
Nurtures students’ eagerness to do
challenging work and provides incentive,
interest, and support for students to take
the initiative to complete such tasks
successfully. The counselor’s
performance in this area is at such a level
that she would be used as a model for
other counselors.
Nurtures students’ eagerness to
do challenging work or provides
incentive, interest, and support
for students to take the initiative
to complete such tasks
successfully.
Occasionally nurtures students’
eagerness to do challenging work
or provides incentive, interest, and
support for students to take the
initiative to complete such tasks
successfully.
Does not nurture students’
eagerness to do challenging work
or provide incentive, interest, and
support for students to take
responsibility to complete such
tasks successfully.
V.G.8
Identifies and
collaborates with
students needing
extra support
Regularly identifies students needing
extra help and secures student cooperation
and participation in extra help sessions.
Students take the initiative in seeking out
extra help. The counselor’s performance
in this area is at such a level that she
would be used as a model for other
counselors.
Regularly identifies students
needing extra help and secures
student cooperation and
participation in extra help
sessions.
Occasionally identifies students
needing extra help and secures
student cooperation and
participation in extra help sessions.
Does not identify students needing
extra help or secure student
cooperation and participation in
extra help sessions.
V.G.9
Meets needs of
students not
meeting
expectations
Identifies students who are not meeting
expectations and develops a plan that
designates the counselor’s and students’
responsibilities regarding learning. Uses
student input in the development of these
plans. The counselor’s performance in this
area is at such a level that she would be used
as a model for other counselors.
Identifies students who are not
meeting expectations and
develops a plan that designates
the counselor’s and students’
responsibilities regarding
learning.
Occasionally identifies students
who are not meeting expectations
and develops a plan that designates
the counselor’s and students’
responsibilities regarding learning.
Does not identify students who are
not meeting expectations or develop
a plan that designates the
counselor’s and students’
responsibilities regarding learning.
V.G.10
Uses effective
student praise
Praises students frequently and demonstrates
the characteristics of effective praise. Looks
for and finds opportunities to praise those
students who are struggling with their
academics or behavior. The counselor’s
performance in this area is at such a level
that she would be used as a model for other
counselors.
Praises students frequently and
uses some of the characteristics
of effective praise.
Praises students occasionally
and/or sometimes uses some of the
characteristics of effective praise.
Praises students infrequently or only
by using general praise.
V.G.11
Demonstrates
attitudes of
fairness,
courtesy, and
respect
Demonstrates attitudes of fairness, courtesy,
and respect that encourage students’ active
participation and commitment to learning.
Develops in students skills to demonstrate
fairness, courtesy, and respect to their peers.
The counselor’s performance in this area is
at such a level that she would be used as a
model for other counselors.
Demonstrates attitudes of
fairness, courtesy, and respect
that encourage students’ active
participation and commitment to
learning.
Occasionally demonstrates
attitudes of fairness, courtesy, and
respect that encourage students’
active participation and
commitment to learning.
Infrequently demonstrates attitudes
of fairness, courtesy, and respect
that encourage students’ active
participation and commitment to
learning.
V.G.12
Handles
students with
social and
emotional
difficulties
effectively
Recognizes and responds appropriately
when an individual student is having social
and/or emotional difficulties that interfere
with learning and/or participating in class.
Other students in the class respond
appropriately when an individual student is
having social and/or emotional difficulties
that interfere with learning and/or
participating in class. The counselor’s
performance in this area is at such a level
that she would be used as a model for other
counselors.
Recognizes and responds
appropriately when an individual
student is having social and/or
emotional difficulties that
interfere with learning and/or
participating in class.
Recognizes but fails to respond
appropriately when an individual
student is having social and/or
emotional difficulties that interfere
with learning and/or participating
in class.
Neither effectively recognizes nor
responds appropriately when an
individual student is having social
and/or emotional difficulties that
interfere with learning and/or
participating in class.
H. The counselor strives to ensure equitable opportunities for student learning.
Exemplary Meets Standard Needs Improvement Unsatisfactory
V.H.1
Provides inclusion
opportunities to all
students
Provides opportunities to include all students in
the full range of academic programs, activities,
and extracurricular activities. Students actively
include their classmates in programs and
activities. The counselor’s performance in this
area is at such a level that she would be used as
a model for other counselors.
Provides opportunities to
include all students in the
full range of academic
programs, activities, and
extracurricular activities.
Provides occasional
opportunities to include all
students in the full range of
academic programs, activities,
and extracurricular activities.
Seldom provides opportunities to
include all students in the full
range of academic programs,
activities, and extracurricular
activities.
V.H.2
Addresses needs of
special education
students
Addresses the needs of special education
students. Special education students demonstrate
effective and appropriate advocacy for their
needs. The counselor’s performance in this area
is at such a level that she would be used as a
model for other counselors.
Consistently addresses
the needs of special
education students.
Occasionally addresses the
needs of special education
students.
Rarely addresses the needs of
special education students.
V.H.3
Addresses needs of
English language
learners
Addresses the needs of English language
learners. English language learners demonstrate
effective and appropriate advocacy for their
needs.
Consistently addresses
the needs of English
language learners.
Occasionally addresses the
needs of English language
learners.
Rarely addresses the needs of
English language learners.
V.H.4
Addresses needs of
students with 504
plans
Addresses the needs of students on 504 plans.
These students demonstrate effective and
appropriate advocacy for their needs. The
counselor’s performance in this area is at such a
level that she would be used as a model for other
counselors.
Consistently addresses
the needs of students on
504 plans.
Occasionally addresses the
needs of students on 504 plans.
Rarely addresses the needs of
students on 504 plans.
V.H.5
Addresses needs of
diverse populations
Addresses the needs of diverse student
populations by applying and adapting
constitutional and statutory laws, state
regulations, and Board of Education policies and
guidelines. Is aware of relevant laws and
regulations as they relate to students in the class.
The counselor’s performance in this area is at
such a level that she would be used as a model
for other counselors.
Consistently addresses
the needs of diverse
student populations by
applying statutory laws,
state regulations, and
Board of Education
policies and guidelines.
Occasionally addresses the
needs of diverse student
populations by applying
statutory laws, state
regulations, and Board of
Education policies and
guidelines.
Does not address the needs of
diverse student populations (e.g.,
students with IEPs and 504
accommodations) and does not
apply and adapt constitutional and
statutory laws, state regulations, or
Board of Education policies and
guidelines.
V.H.6
Sensitive to
differences in
social, religious,
and cultural
backgrounds
Demonstrates sensitivity to differences in social,
religious, and cultural backgrounds. Students
demonstrate sensitivity to differences in social,
religious, and cultural backgrounds. The
counselor’s performance in this area is at such a
level that she would be used as a model for other
counselors.
Consistently demonstrates
sensitivity to differences
in social and cultural
backgrounds.
Occasionally demonstrates
sensitivity to differences in
social and cultural
backgrounds.
Does not demonstrate sensitivity
to differences in social or cultural
backgrounds.
V.H.7
Effective in
multilingual,
multicultural, and
economically
diverse classroom
Functions effectively in a multilingual,
multicultural, and economically diverse
classroom. Students function effectively in a
multilingual, multicultural, and economically
diverse classroom. The counselor’s performance
in this area is at such a level that she would be
used as a model for other counselors.
Consistently functions
effectively in a
multilingual,
multicultural, and
economically diverse
classroom.
Usually functions effectively in
a multilingual, multicultural,
and economically diverse
classroom.
Does not function effectively in a
multilingual, multicultural, and
economically diverse classroom.